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Inquiring Minds Learn to Read and Write! Using Inquiry to Motivate and Assist students to meet the Common Core State Standards Jeffrey D. Wilhelm Boise State University. The importance of motivation. Cannot possibly be overemphasized ( Dulin ) Is necessary to all learning

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Inquiring Minds Learn to Read and Write!Using Inquiry to Motivate and Assist students to meet the Common Core State StandardsJeffrey D. WilhelmBoise State University

the importance of motivation
The importance of motivation
  • Cannot possibly be overemphasized (Dulin)
  • Is necessary to all learning
  • Can be defined as “the continuing impulse to engage and learn”.
the conditions of flow smith and wilhelm 2002 2006
The Conditions of Flow (Smith and Wilhelm, 2002; 2006)
  • A clear purpose and continual feedback
  • Appropriate challenge and assistance to meet the challenge
  • Promote competence and control: visible signs of accomplishment
  • Immerse in the Immediate
  • Use the social - work together
our informants privileged relationships with
Our informants privileged relationships with . . .
  • Family
  • Friends
  • Classmates
  • Authors
  • Characters
  • Teachers
  • And had a contract to care with teachers
the contract to care
The Contract to Care
  • Get to know me personally and recognize me as an individual
  • Care about me as a person and learner
  • Attend to my interests in some way (inside or outside of class)
  • Help me to learn and don’t give up on me
  • Be passionate, committed, work hard and know your stuff
the only instructional model
The only instructional model
  • That meets the conditions of flow
  • That meets the contract to care
  • That assists students to conscious competence both conceptually and procedurally
  • IS INQUIRY
other reasons for inquiry
Other reasons for inquiry
  • Correspondence Concept
  • Sustained Engagement in Sustainable chunks
  • Works for deep understanding AND application
  • Reading and writing are forms of inquiry best taught in contexts of inquiry
ccss major themes
CCSS: major themes
  • Inquiry/Research (learning with purpose and for strategic understanding and use)
  • Inferencing (including how conventions, figurative language, local and global structure contribute to effect and meaning, i.e. complex implied relationships, authorial and structural generalizations)
  • Argument/evidentiary reasoning (justifying conclusions)
  • Exposition/process analyses
  • Stance: purpose, voice/perspective, audience consideration, rhetorical choice
  • Representation, revision, presentation
review anchor standards
Review Anchor Standards
  • Matching the inquiry approach
how various models of instruction fare pisa naeps timss
How Various Models of Instruction Fare (PISA, NAEPs, TIMSS)
  • Assign and Assess
  • Workshops
  • Models
  • Inquiry - apprenticeship into disciplinary expertise over time
the apprenticeship model the 6 m s
The Apprenticeship Model: The 6 M’s
  • Motivate: Essential Questions and Frontloading
  • Model: Teacher Does/Students Watch- Read Alouds, Guided Reading, Think Alouds, Drama and Action Strategies, Visual Strategies, etc.
  • Mentor: Teacher does/Students Help and Students do together and Teacher Helps
  • Monitor: Students do together or alone/Teacher Watches - Independent Use of all strategies to complete culminating projects
the apprenticeship model continued
The Apprenticeship Model, continued
  • Students create their own culminating projects that demonstrate their mastery and understanding in actual accomplishment
  • Multiple Modalities - throughout students are assisted through various forms and modalities - use strengths to address weaknesses
  • Multiple Measures - throughout there are multiple ways to demonstrate progress and achievement
characteristics of essential existential questions
Characteristics of Essential/Existential Questions
  • Engaging. That is, it offers potential for intriguing students and motivating student learning
  • Enduring. That is, it leads to learning big ideas that have value beyond the classroom
  • At the heart of a discipline. That is, it is used by practitioners to do the subject, and solve problems and create knowledge in that subject area
  • In need of uncoverage. That is, it involves a background of foundational principles, rich concepts, theories and procedures that require unpacking.
some ways to generate questions
Some Ways to Generate Questions
  • Reframing a required text or topic so that it matters/solves a problem/fulfills the original purpose
  • Reframing a standard so that it matters
  • Looking around the community for a connection to the topic
  • Identify the problem/question from the discipline that this data addresses
essential questions are not
Essential Questions Are Not
  • Answerable through information retrieval; they require operating on information to see patterns and implications, and often requires developing new sets of data through critical inquiry on the part of students
  • Understood in one day or even one week
  • Easily agreed upon
essential question for romeo and juliet
Essential Question for Romeo and Juliet
  • What makes and breaks a relationship?
  • For other units: What are my civil rights and how can I best protect them? What makes a good home? What makes a good friend? What can we do to protect the environment? Do We Find or Create Our True Selves?

What Rights and Responsibilities Should Teens Have? How Can We Balance Everyone’s Rights? What Makes a Hero? What Influences a Person’s Choices? What Makes a Good Parent?

recent essential questions
Recent Essential Questions

Admin/PD: what is an effective EQ? What is the most effective teaching and how can we implement it?

Macbeth: How far are you willing to go to get what you want?

Pre-Algebra: What determines who wins?

Civics: What makes a law useful and fair?

what is worth knowing identifying conceptual and procedural knowledge
What is worth knowing???Identifying Conceptual and Procedural Knowledge
  • To be developed for achievement of expertise, necessary to completing the culminating project
  • Conceptual: Big, toolish understandings that can be used to think and discuss with
  • Procedural: What students need to be able to do to participate in the debate as novice experts, to participate in creating cultural knowledge and understandings
for romeo and juliet
For Romeo and Juliet
  • Conceptual: All relationships occur in a network of relationships and must accommodate this network.
  • Procedural: Write an argument: claim writing, data citation, pattern seeking, warranting, backing, responses to reservation – using concepts about relationships and ideas from Romeo and Juliet
examples of meaningful making
Writing

Arguments: of Extended Definition, Policy, Judgment

Exposition/Process Analyses

In-role writing Classifications

Informational brochures

Letters to the editor

Story extensions

Childrens’ books

Multimedia/Social Action Projects

Dramas/Forum Dramas

Websites/ PSAs, Interactive Surveys

Museum exhibits

Video documentaries

Raps/ Social Critiques and Performances

What IF Graphic novels/ Critiques and Options

Examples of Meaningful Making
culminating projects
Culminating Projects
  • Argument: what does Shakespeare think is the greatest threat to relationships and how far do I agree with him.
  • Create a pre-nuptial agreement form
  • Interactive relationship quiz
  • Forum dramas - what should we do?
  • Video documentary- dating rituals through time
identifying culminating projects
Identifying Culminating Projects
  • The world is filled with testing situations . . .
  • What is a real world test/application for the developed knowledge?
  • In school?
  • In the community?
  • Service learning possibilities?
tips for identifying culminating projects
Tips for identifying culminating projects
  • What’s it (the topic, central concepts, procedures) for today?
  • What’s it for tomorrow?
  • What “work” does it/could it do?
  • How do you foresee and want kids to use it?
  • When, where and in what situations can this knowledge be used?
  • For Social Action: what changes do you want to see and how can you work for this?
  • Come up with a project that will capture (or be analogous to) these powers and purposes!
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Provide extended practice in miniature to help students gain practical expert knowledge, especially through meaningful social activity.

Easy to hard, visually supported to not

Immediate to Imagined

Close to home- far from home

Concrete to Abstract

Short to Long, Directly stated to implied

Scaffolded to Independent

  • Move students to independence
frontloading
Frontloading
  • To connect kids personally to the inquiry
  • To activate their prior interest and knowledge
  • To set a purpose and problem-orientation
  • To create a template for gauging progress
frontloading1
Frontloading
  • Opinionaire: Love means never having to say you are sorry.
  • Love at first sight is possible.
  • In love relationships, opposites attract
  • The hottest fires burn out fastest
  • Teenagers cannot experience true love
  • It is better to have loved and lost than never to have loved at all
  • You cannot change a person’s habits by loving them.
other frontloading ideas
Other Frontloading ideas
  • K-W-L
  • Brainstorming and Webbing
  • Analogy Organizers
  • Autobiographical Writing
  • Rankings
  • Drama/Role Playing
  • Character Quotes
  • Floorstorming/Video Clips – infer topic
  • Mad Libs
other frontloading ideas1
Other Frontloading ideas
  • K-W-L
  • Brainstorming and Webbing
  • Analogy Organizers
  • Autobiographical Writing
  • Rankings
  • Drama/Role Playing
  • Character Quotes
  • Floorstorming/Video Clips – infer topic
  • Mad Libs
assisting students through the text or material data
Assisting Students through the Text (or Material/Data)
  • Read different versions
  • Watch the video, then read
  • Create our own video glossary using the play
  • Dramatize scenes
  • Use action strategies
  • Explicitly teach script reading
additional benefits of inquiry units
Additional Benefits of Inquiry Units
  • Variety of text types
  • Choice and differentiation
  • Fresh eyes
  • Multiple exposures to unit vocabulary
  • Context necessitates higher-order thinking
  • Preparation for college and for life
  • Naturally meets all the Common Core State Standards
  • Prepares students for substantive senior projects, immediate + adult achievement
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Wilhelm, J. (2007). Engaging Readers and Writers with Inquiry. New York: Scholastic.
  • Wilhelm, Wilhelm, Boas (2009). Inquiring Minds Learn to Read and Write. Scholastic/Rubicon.
  • Wilhelm, J. (2002). Improving Comprehension with Think Alouds. New York: Scholastic.
  • Smith, M. W., & Wilhelm. J. (2002).”Reading don’t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann.
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